研 究 生 读 书 报 告 格 式

1、. Format and Elements of Reports (review reports and reports of empirical studies) Review reports, including meta-analyses, are critical evaluations of material that has already been published. By organizing, integrating, and evaluating previously published material, the author of a review report co

2、nsiders the progress of current research toward clarifying a problem. In a sense, a review repot is tutorial in that the author defines and clarifies the problem; summarizes previous investigations in order to inform the reader of the state of current research; identifies relations, contradictions,

3、gaps, and inconsistencies in the literature; suggests the next step or steps in solving the problem. The components of review reports, unlike the sections of reports of empirical studies, are arranged by relationship rather than by chronology.1. Title page Title page contains following elements: tit

4、le, authors name(first name, diddle initial and last name), institutional affiliation(the institution where the investigation was conducted);2. Abstract(write this section last) Abstract usually contains following elements: background information(present tense), purpose(past or present perfect tense

5、), method(past), results(past), conclusion or recommentation(present);Sample Abstract and its ElementsBackground In many cultures it is standard behavior for people to have a short period ofPurpose sleep after the noon meal. The aim of our study was to determine if such a Method sleep period enhance

6、s the overall work efficiency of office workers. Two groups participated in the study. One group slept after the noon meal and theResults other group continued working after the noon meal. Results indicated that those who slept had better overall work efficiency according to the well-Conclusion know

7、n Richards work efficiency scale. The results suggests that employers may benefit by giving their employees the option of sleeping undisturbed after the noon meal.3. IntroductionIntroduction section usually contains following elements: setting(present and past), previous research by others(past), ne

8、ed for more investigation/significance(present),purpose or objectives of the study or research(past or present);Sample Introduction and its ElementsSetting During the past few decades, computers have gained enormous popularity in many aspects of United Statesculture. One reason for this is that comp

9、uter technology has been advancing so quickly that even small computers can now perform a large number of useful tasks. Beccause of this, schools are purchasing more and more microcomputers and incorporating them as teaching tools in many of their courses.Previous Study Most researchers agree that m

10、icrocomputers will play an important role in by Others the future educational system of the US. Grizter(1990) and Boyd(1991) suggested that microcomputers would be used much more in private home, businesses, and schools in the near future. Schaeffer(1989) mentioned three ways in which microcomputers

11、 would be used in schools: as the object of study, as a teachers support tool, and as a way to give instruction. Kim and Davis(1992) noted that in the teaching of agriculture, microcomputerscould be used by the students to (1) review lessons, (2) preview lessons, and (3) pose problems which help wit

12、h the solution. Many studies have been conducted which evaluated the effectiveness of microcomputers as a teaching tool. The results of these studies have been mixed. Studies by Bixler(1988) and Edwards(1990) indicated that micro- computers could greatly enhance teaching effectiveness. However, stud

13、ies by Schmit(1986), Colby(1988) and Muller(1990) indicated that micro- computers had little or no effect on teaching effectiveness.Significance Although many studies have already been performed, more studies are needed to determine the effects of microcomputer-assisted instruction in various teachi

14、ng situationsPurpose The purpose of this study was to compare microcomputer-assisted instruction with the standard lecture-discussion instruction, and to ascertain if it is cost-effective for agriculture schools to purchase microcomputers and incorporate them into their graduate course.Justification

15、/ This reseach was identified as being useful to agricultural school in Value that it provides them with objective facts that can be used to help them decide whether or not to purchase microcomputers.4. Method(all section done in past tense and passive voice)Method section usually contains following

16、 elements: overview of experment or research materials/apparatus population sample/participants proceduresSample Method and its ElementsOverview A taste test was conducted to determine students preferences and ttitudes toward sugar-sweetened and artificially-sweetened Population beverages. Ten peopl

17、e, five male and five female students, from Science English class 1, were chosen at random to participate in the test. The Materials materials used were thirty straws, two cups, one blindfold, and two containers of Kool-aid, a popular drink in the United States. On container held four cups of orange

18、 Kool-Aid sweetened with one-half of sugar. The other container held four cups of orange Kool-Aid sweetened with 9 packets of NutraSweet brand artificial sweetener. The steps included in the test were as follows. Ten volunteer students were Procedure chosen, five male and five female students. They

19、were placed into two lines, one for males and the other for females. Alternately, men and women completed the taste test. To complete the test a blindfold was first fastened over the eyes of the tester so that he/she could not see. Then the two cups were filled with beverage, one with artificially-s

20、weetened Kool-aid and the other with sugar-sweetened Kool-aid. The tester was then asked three questions from a survey and the answers were tabulated. Next, using a straw, the tester took a sip from each cup. Then the final two questions on the survey were asked and the answers tabulated. Finally, t

21、he remaining drink was thrown away, and the next tester came forward to repeat the process.5. ResultsResutls section usually contains following elements:figure(chart, diagram, illustration,etc.),sentence locating the figure(present tense/active or passive voice),presenting findings(past),commenting

22、on results(present);Sample Results and its ElementsLocating the figure Figure 1 shows the average scores for a standard English test given to two groups: Asians learning English in the US and Presenting the Findings Asians learning English in Asia. Students studying in the US scored at least two tim

23、es higher than their counterparts in all four of the basic skill areas. For instance, for the listening test students studying in the US scored an average of five timesComments higher than those who studied in Asia. These results can be explained by noting that students in the US must often use thei

24、r language skills outside of the classroom in practical situations. The results seem to indicate that being exposed to a foreign language outside of the class-room enhances ones ability to learn that language.6. Discussion/ConclusionDiscussion, sometimes written as conclusion, usually contains follo

25、wing elements: main purpose or hypothesis(past), review of most important findings(past), explanations(present or past), implications of the study or research(present, modals), recommendations or applications(present, modals);Sample Conclusion and its ElementsMain Purpose An experiment was performed

26、 to determine the wear-protection properties of a newly developed engine oil additive. It was Hypothesis anticipated that the new additive would provide added protection to engine components in the event that the engine loses its oilFindings pressure.It was found that engines using the additive were

27、 able to operate an average of two minutes longer than engines not usingExplanations the additive. It is likely that the additive, a polymer having a single-chain molecular structure, provides a thin layer of protection on engine components which resists break-down much longer thanLimitations ordina

28、ry engine oil. Whether or not the additive improves perform- ance during normal engine operation is yet unknown. However, Implications this experiment suggests that in the event of oil pressure loss, the additive substantially increases the amount of time an engine can beRecommendations/ operated without being damaged. This additive could be used in Applications automobile engines and could save the general public millions of dollars in engine repair costs.ReferencesDocumenting Sources:(1)